Exploring factors influencing teachers' self-efficacy in distance learning

Abstract

This study explores the complex dynamics shaping teachers' self-efficacy in the context of distance learning. Drawing on a sample of 85 educators from Greece, the research investigates the impact of prior experience with technology, professional development, communication, collaboration, administrative support, and data-driven practices on teacher confidence in online instruction. Findings reveal that teachers with extensive technological backgrounds exhibit higher self-efficacy. Ongoing exposure to professional development positively influences confidence, emphasizing its role in digital pedagogy. A collaborative culture, supported by administrators, emerges as crucial for teacher resilience. Furthermore, strategic use of student data correlates with heightened self-efficacy. The study underscores the importance of targeted support mechanisms, collaborative environments, and informed decision-making to empower teachers in the evolving landscape of distance learning.

Keywords: Distance learning; educational technology; teacher self-efficacy; professional development